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WIULIAM  TON  HUMBOLDT.                  353
give him sufficient opportunities for introducing his
measures, until Zeller, disgusted, was on the point of
returning whence he came. Then Humboldt repre-
sented to the highest authorities the injustice of their
treatment in such strong terms, that all that Zeller
required was immediately granted.
As the  attacks on the new system still continued,
the king at last determined to inspect the new insti-
tution himself, and to surprise Zeller with a visit some
morning.      The princess Louise Radziwil,  however3
sent him the intelligence that the king, the queen,
and the whole ministry, would come to him the next
morning.    It was a decisive moment.    The Mug re-
mained from eight o'clock until one; he inspected the
mode of life of the establishment, its system of tuition
and  education, its  military, gymnastic, and techrdc
studies, and was so gratified, that on the evening of
the same day the fate of this reform was decided., and
the king declared himself in its favour.
Humboldt took great personal interest in the forms
of the elementary fruition, in the principle of letting
children discover and afterwards teach everything*
themselves, and especially in the mode of teaching
children to read, and giving them a knowledge of the1
language by letting them learn all the roots, termi-
nations, and prefixes. He inquired how this division
of the syllables had first suggested itself, and remarked
that this system might be adopted in all languages,
except the Chinese. It is evident that Humboldt
immediately conceived the matter from its intellectual
side, and in reference to universal and comparative
It is a strange fact that the unmusical Humboldt
frequently was present   at  the   musical   instruction.
which Zeller gave the children, and paid such great
.   attention to it as if it especially interested him.    He
thought, perhaps., that  he  ought to try whether he
could not learn what, according to a ceartaia ^ method,
every child could learn.
Equal care was bestowed on the g^mnasiiims and
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